PEACH bolsters the ability of very marginalized youth in the Jane and Finch community to re-imagine their future – to bounce back from setbacks, reconnect to education, experience strong adult support, improve learning skills, become engaged in community activities, express themselves, and feel connected. Every semester that a marginalized young person stays connected to education has a positive i
mpact not only for the student, but for the family, the community, and our society. We are leaders in building relationships and partnerships that guide youth in crisis and their families to the supports (such as school, health care, employment) they need to achieve their success. History of Organization
Established in 1993, PEACH has stayed at the forefront of helping marginalized people in the vibrant and complex community of Jane and Finch realize a better life. In early years, our focus was Community Economic Development. PEACH created landmark projects such as The Jane-Finch Community Banking Project that introduced more equitable banking practices for newcomers; entrepreneurship training; a radio show and a community newspaper. When the Safe Schools Act was introduced in 2000, PEACH galvanized community concern for youth whose education was jeopardized by these new policies. Long before “the summer of the guns”, PEACH established strong programming and partnerships that provided a safety net for youth who were being marginalized by the school system and being swallowed into a violent lifestyle. Our programs continue to develop on an integrated model, based on the supports that youth need when they face adversity and multiple crises in their lives. PEACH integrates classroom education, positive mentoring for youth, and social programs for youth and their mothers into a supportive environment from which to bounce back from setbacks often associated with poverty. Accolades and Accomplishments
“The Panel was inspired by the difference that PEACH has made in the lives of many Jane-Finch students, and sees PEACH as a model for providing services and hope to young people in other complex needs communities.” - The Road to Health: A Final Report on School Safety. (Julian Falconer, Chair). January 2008.)
“With respect to the efficacy of strength-based practice, perhaps the most important conclusion of this study is that the experience of personal respect, concrete support, and self-identified success for these youths led to their increased potential for long-term social inclusion through employment and further education. PEACH became a space in these youths’ lives that offered them a subject position different from the way in which they were perceived at school. They were treated with respect, concern, and a belief in their potential. Much of this regard stemmed from their relationship with the coordinator, whose concern and support acted as an antidote to their alienation from other potential sources of positive regard. In the context of that relationship, their self-identified goals were taken seriously and their motivation was harnessed through the identification and support of their strengths.” - “An Investigation into youth’s perceptions of their experience of ‘Wraparound’”, Rossiter, Amy, et al. The Canadian Social Work Review, Vol. 23, Issue 1 and 2, Spring 2007. (This research won the Canadian Evaluation Society – Ontario Chapter’s 25th Anniversary Contest.)
